"Everybody should learn how to program because it teaches you how to think..." Steve Jobs Digital access is a right and not a privilege, and as such the consortium pioneers to address the right for access and participation of a neglected group of young people/students with deafness and/or hearing impairment to introduce them to the world of coding and robotics thus opening up for them new routes for careers orientation and further studies. Programming and computational thinking skills are becoming ever more important in our society and working life. Today, a growing number of countries in Europe and internationally are refocusing their ICT curricula on developing students’ computer programming and coding skills, and introducing the topic in national, regional or school curricula. The European Commission's European Disability Strategy 2010-2020, adopted in 2010, builds on the UNCRPD which emphasis is that accessibility, participation, equality, education and training and others aspects are of great importance. Based on the above the project addresse the following priorities: HORIZONTAL: Strengthening the profiles of the teaching profession The target group of school teachers (mainly IT or from related fields or any other interested in the field of coding and robotics) who work with students-young people with deafness or hearing impariment either in formal schools (mainstream schools or special schools or school for deaf or special units as per the regulations in each partner country) or in non-formal settings. In this group, the consortium includes sign language teacher who are interested to be educated to support and help students with deafness to learn how to code and how to program a robot, who can have various backgrounds. The profiles of the above teachers will be upgraded and strengthened through the professional development programme to be developed to acquire the digital, coding and robotics skills to support students. All the material to be developed as part of the INCLUSIVE DUAL ROBOTICS4DEAF PACK both on-line and off-line accompanied with multi-media tools and resources to target the needs and requiement of students with deafness will support teachers’ practices. HORIZONTAL: Social inclusion The project targets students with deafness and hearing impairments. Deaf people are very different in their way to communicate with the hearing world; however they share a common barrier in the language. Language is not developed as typically in childhood, due to the lack of input, both from a quantitative (bilateral neurosensory hearing loss in the volume of sound perceived in decibels), and from a qualitative point of view (type of sounds perceived on frequencies measured in hertz). As a result language of deaf and hard of hearing children is often insufficient, both in comprehension and in production. In understanding, deaf people can use a compensatory strategy for the impairment (such as hearing aids, cochlear implants, subtitles), and/or with a real alternative language, the Sign Language. Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties interventions to remove environmental and social barriers. As a result the main aims of the project are to: - ensure access, participation and inclusion of students in the digitalised labour market as purported by the 2018 Digital Education Action Plan - ensure gender equality and non-discrimination for girls in relation to supporting the access to digital technologies and skills. The project aims to equip the above group of young people/students with digital, robotics and coding skills in order to support their employability prospects and ensure social inclusion in the digitalisation of the labour market. HORIZONTAL: Supporting individuals in acquiring and developing basic skills and key competences HORIZONTAL: Open education and innovative practices in a digital era In the above context the project comes to address the recommendation of the recent EC Report titled “New priorities for EU cooperation ET 2020” Report (COM 2015- 408), which stresses that “knowing how to code is empowering. It allows to understand the digital world we live in and to shape it. Basic coding skills are essential for accessing the jobs of tomorrow and today” and for achieving a better skills-match between education and the world of work. “Coding is seen as the red thread that runs through future professions”. The 2016 ‘Digital Skills and Jobs Coalition’ reinforces the need of all to help meet the high demand for digital skills in Europe which are essential in today's job market and society. Europe is lacking digitally skilled persons to fill job vacancies in all sectors, missing out on up to 750,000 Information and Communication Technologies (ICT) professional jobs by 2020.
Celami projektu były: 1) Wzmocnienie profili zawodu nauczyciela. Grupą docelową byli nauczyciele szkolni (głównie informatycy lub z dziedzin pokrewnych lub inni zainteresowani dziedziną kodowania i robotyki), którzy pracują z uczniami-młodzieżą niesłyszącą lub niedosłyszącą w szkołach formalnych (szkoły ogólnodostępne lub specjalne lub szkoły dla niesłyszących lub jednostki specjalne zgodnie z przepisami w każdym kraju partnerskim) lub w środowiskach nieformalnych. W tej grupie, konsorcjum włączyło nauczycieli języka migowego, którzy byli zainteresowani kształceniem się w zakresie wspierania i pomocy uczniom z głuchotą w nauce kodowania i programowania robotów, którzy mogą mieć różne doświadczenia. pochodzenie. Profile powyższych nauczycieli zostały udoskonalone i wzmocnione poprzez program rozwoju zawodowego program rozwoju zawodowego, aby nabyć umiejętności cyfrowe, kodowania i robotyki w celu wspierania uczniów. uczniów. Wszystkie materiały, które mają być opracowane jako część INCLUSIVE DUAL ROBOTICS4DEAF PACK zarówno on-line jak i offline wraz z multimedialnymi narzędziami i zasobami, aby zaspokoić potrzeb i wymagań uczniów niesłyszących będą wspierać praktyki nauczycieli. 2) Zapobieganie włączeniu społecznemu Projekt jest skierowany do uczniów niesłyszących i z wadami słuchu. Osoby niesłyszące bardzo różnią się w sposobie komunikowania się ze światem słyszącym, jednak łączy je wspólna bariera językowa). W rezultacie język dzieci niesłyszących i słabosłyszących jest często niewystarczający, zarówno w zakresie rozumienia, jak i wytwarzania. W rozumieniu osoby niesłyszące mogą stosować strategie kompensacyjne (takie jak aparaty słuchowe, implanty ślimakowe, napisy), i/lub posługiwać się prawdziwym językiem alternatywnym - językiem migowym. 3) zapewnić dostęp, udział i włączenie uczniów w zdigitalizowany rynek pracy, zgodnie z założeniami w planie działań na rzecz edukacji cyfrowej z 2018 r. 4) zapewnienia równości płci i niedyskryminacji dziewcząt w odniesieniu do wspierania dostępu do technologii i umiejętności cyfrowych. technologii i umiejętności cyfrowych. Projekt miał na celu wyposażenie ww. grupy młodzieży/uczniów w umiejętności cyfrowe, z zakresu robotyki i kodowania w celu wsparcia ich szans na zatrudnienie oraz zapewnienia włączenia społecznego w proces cyfryzacji rynku pracy. rynku pracy. 5)Wspieranie osób w nabywaniu i rozwijaniu podstawowych umiejętności i kompetencji kluczowych 6)Otwarta edukacja i innowacyjne praktyki w erze cyfrowej
"Każdy powinien nauczyć się programować, bo to uczy myślenia..." Steve Jobs Dostęp do technologii cyfrowych jest prawem, a nie przywilejem, i jako takie konsorcjum jest pionierem w zakresie prawa dostępu i uczestnictwa zaniedbanej grupy młodych ludzi/uczniów z głuchotą i/lub upośledzeniem słuchu, aby wprowadzić ich w świat kodowania i robotyki, otwierając im w ten sposób nowe drogi do kariery zawodowej i dalszych studiów. Umiejętności programowania i myślenia obliczeniowego stają się coraz ważniejsze w naszym społeczeństwie i życiu zawodowym. Obecnie coraz więcej krajów w Europie i na świecie koncentruje swoje programy nauczania ICT na rozwijaniu umiejętności uczniów w zakresie programowania i kodowania, wprowadzając ten temat do krajowych, regionalnych lub szkolnych programów nauczania. Europejska Strategia w sprawie Niepełnosprawności Komisji Europejskiej na lata 2010-2020, przyjęta w 2010 roku, opiera się na UNCRPD, która podkreśla, że dostępność, uczestnictwo, równość, edukacja i szkolenia oraz inne aspekty mają ogromne znaczenie. inne aspekty mają ogromne znaczenie.
"Everybody should learn how to program because it teaches you how to think..." Steve Jobs Digital access is a right and not a privilege, and as such the consortium pioneers to address the right for access and participation of a neglected group of young people/students with deafness and/or hearing impairment to introduce them to the world of coding and robotics thus opening up for them new routes for careers orientation and further studies. Programming and computational thinking skills are becoming ever more important in our society and working life. Today, a growing number of countries in Europe and internationally are refocusing their ICT curricula on developing students’ computer programming and coding skills, and introducing the topic in national, regional or school curricula. The European Commission's European Disability Strategy 2010-2020, adopted in 2010, builds on the UNCRPD which emphasis is that accessibility, participation, equality, education and training and others aspects are of great importance. Based on the above the project addresse the following priorities: HORIZONTAL: Strengthening the profiles of the teaching profession The target group of school teachers (mainly IT or from related fields or any other interested in the field of coding and robotics) who work with students-young people with deafness or hearing impariment either in formal schools (mainstream schools or special schools or school for deaf or special units as per the regulations in each partner country) or in non-formal settings. In this group, the consortium includes sign language teacher who are interested to be educated to support and help students with deafness to learn how to code and how to program a robot, who can have various backgrounds. The profiles of the above teachers will be upgraded and strengthened through the professional development programme to be developed to acquire the digital, coding and robotics skills to support students. All the material to be developed as part of the INCLUSIVE DUAL ROBOTICS4DEAF PACK both on-line and off-line accompanied with multi-media tools and resources to target the needs and requiement of students with deafness will support teachers’ practices. HORIZONTAL: Social inclusion The project targets students with deafness and hearing impairments. Deaf people are very different in their way to communicate with the hearing world; however they share a common barrier in the language. Language is not developed as typically in childhood, due to the lack of input, both from a quantitative (bilateral neurosensory hearing loss in the volume of sound perceived in decibels), and from a qualitative point of view (type of sounds perceived on frequencies measured in hertz). As a result language of deaf and hard of hearing children is often insufficient, both in comprehension and in production. In understanding, deaf people can use a compensatory strategy for the impairment (such as hearing aids, cochlear implants, subtitles), and/or with a real alternative language, the Sign Language. Disability is thus not just a health problem. It is a complex phenomenon, reflecting the interaction between features of a person’s body and features of the society in which he or she lives. Overcoming the difficulties interventions to remove environmental and social barriers. As a result the main aims of the project are to: - ensure access, participation and inclusion of students in the digitalised labour market as purported by the 2018 Digital Education Action Plan - ensure gender equality and non-discrimination for girls in relation to supporting the access to digital technologies and skills. The project aims to equip the above group of young people/students with digital, robotics and coding skills in order to support their employability prospects and ensure social inclusion in the digitalisation of the labour market. HORIZONTAL: Supporting individuals in acquiring and developing basic skills and key competences HORIZONTAL: Open education and innovative practices in a digital era In the above context the project comes to address the recommendation of the recent EC Report titled “New priorities for EU cooperation ET 2020” Report (COM 2015- 408), which stresses that “knowing how to code is empowering. It allows to understand the digital world we live in and to shape it. Basic coding skills are essential for accessing the jobs of tomorrow and today” and for achieving a better skills-match between education and the world of work. “Coding is seen as the red thread that runs through future professions”. The 2016 ‘Digital Skills and Jobs Coalition’ reinforces the need of all to help meet the high demand for digital skills in Europe which are essential in today's job market and society. Europe is lacking digitally skilled persons to fill job vacancies in all sectors, missing out on up to 750,000 Information and Communication Technologies (ICT) professional jobs by 2020.